case study

 

 

case study

CASE STUDY

A. PERSONAL DATA SUMMARY

    

     NAME: Clarence B. Solano

     BIRTHDAY: January 27, 2005

     GENDER: Male

     AGE: 6

     ADDRESS: Phase 4 Pkg. 9 Blk.68 Bagong Silang Caloocan City

     FATHER'S NAME: Restituto Solano

     MOTHER'S NAME: Anie Solano

     NUMBER OF SIBLING: 1

     SCHOOL: Child of Hope Academy of Caloocan

B. JOINING PROCESS

           The child's name is Clarence B. Solano, he's already 6 years old, studying at Child of Hope Academy of Caloocan, a kinder grad level. The child has a fair complexion , round eyes and dimples on his face which makes the child charming and cute. He lived with his parents and another sibling together with his grandmother  and other relatives. He loves to ask questions, and tell a lot of stories about his families, neighbor and his favorite cartoon characters. He love to say a lot of things and experiences.

C. PRESENTING PROBLEM

           The child have difficulty in his learning skills, at his age and level in schooling, he's not really good in writing, aside from writing his name, he has a problem with his reading skills. He knows how to enumerate the alphabet in their proper sequences already but he never identify and point out the correct letter if you ask him to. Even though you tried to teach him any lesson, that day he knows but in the next day he didn't know already.

D. LONG TRAIL OF EVENTS

    > Psychosocial History

        

       D1. The child is the eldest child of his parents.

             TIME LINE

             >Key Events<

               > 1- celebrate his first birthday "a children's birthday party"

               > 1 and 6 mos.- the child pronounce some words

               > 2- he speaks fluently

               > 3- begun to start his schooling

               > 4- happy for having a little brother

               > 5- the child already in a kindergarten level

               > 6- celebrate his birthday in school together with his teacher and classmates

         

         D2. GENOGRAM

            D3. SOCIOGRAPH

                  >At home<

       >At school<

    

              D4. PERSONALITY DYNAMICS

                  The child is boisterous one, he wants to rearrange things around him. He wants to play a lot and have a lot of things and toys to have. He loves to play always even though it's already time for his studying his lesson. He have a lot of questions that his teacher wants him to answer on the spot. Some questions that sometimes it's difficult to answer.

               D5. RELATIONSHIP OF THE CHILD

                    The child and his family have a good relationship, they love the child so much and cared for him a lot. He loves to play with his classmates and easy to be friend. He is a sweet child with his family and also with his teachers. He always wanted to cached the attention of the significant adults around him especially the attention of his teacher.

          

              D6. ACTION

                    Coloring is the best activity and things the child always wanted to do. He knows how to color those picture and illustrations in his books but he's not really know how to color those in the proper ways. He can also wrote his name properly but if you asked him to write a sentence or sentences, he always telling you that he's tired already. His teacher ask him to write, but instead of writing her got his coloring book and colors the pictures which cached his attention 

E. THERAPEUTIC FRAMEWORK

 

F.PROGNOSIS

               Based on my observation regarding with the client problem or situation maybe the child is not ready to study. He wanted to play only his mind set is only for playing and not for studying or other other things that he need to do. He loves to do coloring but when it comes to other school or classroom activities he refused it to do. Maybe also his family didn't have enough attention to help him to do his homework even though they encourage them to child ignore it. Or maybe also at his age, age of 6 his not ready for schooling.

 

 

 

G.THERAPEUTIC PLAN

        In this case, there is a lot of possible solution in the client situation. Maybe the client can have a tutorial session so that he can learn at least the basic learning skills such as listening, reading, writing and speaking. Having a tutor can help the child to focus his attention in his learning and also by means of this, the teacher  may guide the child for his study habits, he can also give the child some learning activities having a learning as well as entertaining or may catch the attention of the child. Asking also the parents support for the study habits of the child.

G1. KNOWLEDGE BUILDING

        At the end of the case the client child must

>learn how to write at least two sentences.

>know about other topics that his teacher taught to him

G2. SKILLS BUILDING

        At the end of the case the client child must

>do some or other activities other than coloring

>actively participate in their classroom activities

G3. ATTITUDE BUILDING

       At the end of the of the case the client child must

>be friend to his all classmates

>have the courage and interest to his learnings

H. THERAPEUTIC INTERVENTION

I. THERAPEUTIC PROGRESS

 

J. THERAPEUTIC RESULT

       The child have a difficulty problem regarding his learning. He did not master or improve his learning skills well. He is not easily cope up with the learning situation with his learning environment. He can do something about his learning but its not enough to his age. Having a tutor, is one way to become better the learning of the child, it can also help the child to give focus and attention to his studying. As a teacher, she can guide the child to improve his writing skills by giving some exercises and activities.

K. SUMMARY

      A six years old child, presently studying at kindergarten level in a private school. He is the eldest son of his parents and have a brother. Even though he's already six years old and studying, he has this difficulty when it comes to his writing skills. He did not want to wrote what his teacher asked him to do. The child only wanted to write was his name, his name only. He love coloring, talking, and telling some stories about his family and other events happened to him and other significant people.

       The child only wanted to do is to play, play and play. He's attention focused only on playing. This time he did not want to study, that's why he did not like to write what the teacher asked him to do. By this situation, the child may have a better learning if his parents give him a personal teacher or a tutor.

L. IMPLICATION TO EDUCATION AND ASSESSMENT OF YOUNG

               CHILDREN

         In this case study, I learned something that I did not know before about assessing young children. As a future teacher and educator for the young children we have a lot of things and factors to consider in order for us to give a better and good assessment to our children. Being fair enough and not being bias. Giving education to the pupils especially in young children is a very difficult and crucial task for us teachers. We have a big responsibility to give them enough knowledge and learning, in order for them  to become a better individuals. Giving young children the best foundation that the teachers may can give is the ultimate goals of us.

          Educating young children is not an easy job, as teacher assessing young children but we need to do it in order for us to fulfill our goals in teaching.

 

YOU THERAPY

VIEW OF HUMAN NATURE

Human is a product of their experiences. The goodness or badness of one's personality depends upon the person itself. In reality everyone wants to be different that's why they say everyone is a unique individual. A healthy personality is the result of a person experiences forming a meaningful whole, an inherent tendency of people to grow and move in healthy directions. Human have the responsibility to manipulate his life. He has the full control and manager of his life. Expectations and goals for the future motivated human activity and provided the capacity for the social interest, the most important goal toward which people strive.





DEVELOPMENT OF MALADAPTIVE BEHAVIOR

Characterized by a lack of awareness, self-responsibility, act with environment, denial of needs. If we fail to live in a state of awareness  of our being we  inevitably develop psychopathology. This state of being has the potential for great anxiety which can lead to self-deception and ever-greater  maladaptive behavior. It can result from insufficient cues to predict consequences or from  inadequate reinforcement. One of the most painful maladaptive behavior stems from an ever severe set of self standard, and the resulting excess of self-criticism.




GOALS OF THERAPY

Helps the client find purpose and meaning of meaning of life. This approach strives to help persons move in the direction of every increasing actualization and integration. Seeks not to solve problem but to facilitate a process in which clients may know who they really are and become fully functioning human beings.Tries to help individuals,assume responsibility for themselves rather than relying on other to make decisions for them. To help the clients achieve autonomy that is, to assume responsibility for their own actions or feelings, to take control of their lives, to plan and direct their own destinies, and to throw off any perceptions that in are appropriate for living here and now.



FUNCTIONS OF THE THERAPIST

The major task of YOU therapy is to provide a climate of safety and trust in which will encourage clients to reintegrate their self-actualizing and self-valuing process. The work of therapy s viewed as collaborative, where the client and the counselor  are partners, working toward mutually , agreed upon and clearly  identified goals. Counselor's is invested not in analysis but in encouragement.





MAJOR METHODS AND TECHNIQUES


In this therapy typically begins with a contact between client and therapist, which includes statements about what the clients hope to achieve and what the counselors will do, as well as specific criteria for knowing when the goal has been achieved.










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YOU THERAPY

Gestalt Theraphy

GESTALT THERAPY

• HISTORICAL DEVELOPMENT

                             The origins of gestalt therapy are found in three Germans whom Perls studied. Perls saw an individual perceptions in terms of the Gestalt dichotomy of figure-ground and established  his theory on that premise. Another important historical influence on Gestalt therapy is the existential movement in philosophy and psychology.

                              Gestalt Therapy was first used in a psychological context. It also emphasizes the expansion of awareness, freedom and Here and Now. The three founder of this therapy percepts the three principle of similarity, proximity and closure. The principle of similarity pertains to the perceptual field, while in proximity, determines how they are seen and in principle of closure, it describes the need to complete unfinished figures.

• VIEW OF HUMAN NATURE

                               Perls believed that people developed in relation to their environment, and he divided this development into the social, psychophysical and spiritual stages. Gestaltists believe that a healthy personality is the result or a person's experiences forming a meaningful whole. This occurs when there is a smooth transition between those sets of experiences that are immediately in the focus of awareness and those that lie in the background.

• MAJOR METHODS AND TECHNIQUES

                            Gestalt techniques include increasing the awareness of "body language" and of negative internal "messages"; emphasizing the client's self-awareness by making him or her speak continually in the present tense and in the first person; concentrating on a part of a client's personality, perhaps even on just one emotion, and addressing it (or asking the client to address it) as if it were sitting by itself in the client's chair; the creation by the therapist of episodes and diversions that vividly demonstrate a point rather than explaining in words. A therapist may choose from the following list of methods that Gestalt Therapist usually use:

• Dream Work
• Converting Questions to Statements
• Using Personal Pronouns
• Assuming Responsibility
• Playing the Projection
• The Empty Chair
• Making The Rounds
• Exaggeration
• Confrontation

• FUNCTION OF THE THERAPIST

                     The function of the therapist is to serve as a catalyst for change without assuming the responsibility for change within the clients. The Gestalt Therapist here plays an active role that often frustrates the clients demands for support and help, forcing them to rely on their own resources. The therapist also provides a "safe emergency" which allows their clients to feel safe enough to work toward self-support while playing the empty chair.

                     The therapist must not try to be a better therapist but to be who they are and helping their clients to do the same. 

• MALADAPTIVE BEHAVIOR

                In this therapy, people characterized by a lack of awareness, self-responsibility, contact with environment, denial of needs, and so on. When they fail to utilize their own capacity for self-regulation spend their energy on acting helpless, depending upon others, or manipulating the environment in countless ways. The result is an anxious state of temporal insecurity originating when the self is unable to determine the boundaries between the individual and the environment.

•  CRITICAL ANALYSIS     

                  The Gestalt therapy features a holistic emphasis on the integration of fragmented parts of the personality. Other than any theory, it stresses more on the unity of mind, body, and feelings. This therapy is useful in treating clients with physical disabilities and also for the clients containing internalized anger that can help them gain awareness of inner conflicts and of unfinished business.

RIZA GEGA

RESHIELLE JANE MOLINA

NIRE ANN PIZARRAS

AILENE RUBIA

ARLYN TORRES

BEED III-A

CAMARIN CAMPUS

circle questions

GROUP 1

1. As a educators, how can you give learning approach to your students?
2. What is the importance of  having theory,learning style and learning environment?
3. As a teacher,why it is the important to know and learn about the difference and strengths among learners?
4. How authentic assessment help the teacher to improve the learning of learners?
5 Why is it important to have an evaluation regarding the progress of your school?

GROUP 2

1.What is the relationship of  socio political influences on assessment practices in the authentic assessment of young children?

2. Why does young children have an innate need to know the competent, eager, trustworthy student?

3. Why does the global teacher need to create time in their schedule individually and other professional to know the artifacts of the authentic assessment process?

4. As a teacher why do we need to know the child's growth, development, learning as a additional information?

5. How does the important of the curriculum content  affect the authentic assessment?

GROUP 3

1. By exploring client experiences, how does discussion affect one's relationship?

2. If your family encountered a problem right now, how do you solve it?would you consult to the therapist or not?

3. As a clinician why should we not be bias to our client?

4. Why do we need a broad explanation for the time line of our client?

5. If you were the therapist? How can you help your client to solve their family problem?